Starting university is often presented as a period of emancipation. For many young people, it marks the beginning of greater autonomy, new encounters, and more freedom. But this transition also comes with numerous challenges : moving away from the family environment, new responsibilities, increased expenses, first jobs, a heavier workload, and uncertainties about the future.
These changes are not without consequences, and for several years now, scientific literature has been warning about the decline in student health . Globally, nearly one in five students is estimated to have a mental health disorder. At the same time, several studies show a decrease in physical activity and an increase in sedentary behavior during the transition to higher education.
However, not all students experience this period in the same way. Understanding this diversity is an essential step in better supporting young people as they arrive at university.
A majority of students were already in a vulnerable position upon arrival
In order to better understand these vulnerabilities, we conducted a study at the end of 2025 with approximately 3,000 first-year students at the University of Lille.
Participants underwent tests to assess their physical condition (endurance, speed, muscle strength, etc.). They also completed questionnaires about their anxiety, depression, and quality of life.
The analysis of the data made it possible to identify three main health profiles.
The first profile, representing 28% of students, comprises young people primarily exhibiting physical vulnerability. Their physical condition is significantly lower than that of the other two profiles, and they are more frequently overweight or obese compared to the rest of the cohort.
The second profile, which affects 26% of students, is characterized primarily by psychological vulnerability. Anxiety and depressive symptom levels are significantly higher than in the other two profiles, while quality of life appears to be more degraded among these students.
Finally, the third profile, representing 46% of students, shows favorable indicators both physically and mentally, characterized by better results than the first and second profiles.
Therefore, the finding is worrying: more than one in two students enters university with a concerning vulnerability, whether physical or psychological.
The same activity does not meet everyone’s needs.
Faced with these vulnerabilities, physical activity appears as a particularly valuable tool. Its benefits are now widely documented, both for physical and mental health . However, it remains to be seen how to engage students in regular physical activity that allows them to meet the WHO recommendations (at least 150 minutes of moderate-intensity activity or 75 minutes of vigorous-intensity activity per week). To better understand their relationship with physical activity, we also asked students what they were looking for when considering engaging in physical activity. The responses show that expectations differ significantly depending on health status and gender.
For female students, expectations are primarily related to psychological well-being: reducing stress, relaxing, or regaining personal balance. Organizational aspects also play an important role, particularly the proximity of facilities or compatibility with their university schedule.
Among men, expectations appear more heterogeneous. Healthy students emphasize the physical benefits and performance improvements. Conversely, those with psychological vulnerabilities primarily seek the psychological well-being associated with physical activity, thus echoing the expectations expressed by many female students.
These differences are not anecdotal. They suggest that there is no “typical profile” and that, in order to sustainably engage students in physical activity, it is necessary to take into account the specificity of their situation.
The end of the “one solution for all” model
For a long time, physical activity promotion programs were mostly based on a uniform logic: offering the same activities to all students, regardless of their health status, expectations or prior sporting experience.
This approach can produce some positive effects, but it quickly reaches its limits. The needs of a student athlete seeking to improve their performance are very different from those of a student suffering from anxiety or a young adult simply wanting to regain confidence in their body. It is therefore essential to develop interventions that address the full range of individual needs .
Towards a tailored physical activity
For several years, scientific studies have shown that physical activity interventions are more effective when they take into account the characteristics of the individuals they target. At the same time, digital tools are playing an increasingly important role in the health field. For example, mobile applications, connected devices, and monitoring platforms now make it possible to offer more personalized support by adapting recommendations to each individual’s characteristics and goals.
Our results illustrate the value of such an approach for students. Rather than prescribing a generic activity, the key lies in adapting the content of the sessions. A student experiencing psychological vulnerability could be offered learning situations focused on well-being and stress management. Conversely, a physically vulnerable student could benefit from support aimed at improving their endurance, strength, or flexibility.
Developing such approaches within the university setting could be a particularly relevant response to current challenges. Beyond the issue of physical activity alone, the key question is the ability of universities to support a generation facing increasing vulnerabilities. Our findings highlight the importance of identifying students’ specific needs and characteristics in order to guide them toward programs tailored to their profiles and health issues.
Author Bios: Lucien Crombez is a PhD student in STAPS (Sports Science), Clément Llena is a Senior Lecturer in Sports Science and specialist in intervention sciences and Jeremy Coquart is Professor at the University of Lille (74th section: STAPS: Sciences and Techniques of Physical and Sports Activities) all at the University of Lille
